Primary

1. I NSTITUTO DE FORMACIÓN DOCENTE CONTINUA
LENGUAS VIVAS BARILOCHE (A-052)
TALLER DE PRÁCTICA DOCENTE
Student: Gieser Leticia
Período de Práctica: Nivel Primario
Number of Students: 36
Institution: Colegio Cavagnaro
Adress: Calle 70 – N° 2753
Age: 11 years old
Level: Beginners
Lesson plan: a class
Date: August, 17th
Time: 40’ (11.10 a 11.50hs)
• Teaching Points: The Pets (cat – frog – fish – rabbit – parrot – dog – snake – tortoise
– tarantula - pig )
• Aims: During this lesson, learners will be able to…
Describe different pets that they have.
Develop their listening skills by listening to the book’s audio.
To deepen their understanding of commands/instructions while developing
their macro skills as well.
Develop their speaking skill by doing different activities and games.
• Language Focuses:

2. LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION Great fun – ugly –
house – tin
food/water – wheel
– pet shop - carrots
Talking about
them
Use of
conjuction
BUT in their
descriptions
Recognize the
differences to
talk about
them
Who is it? Who’s
this?
S/he’s got…
S/he hasn’t got
What’s this?
What colour is it?
It’s….
Is it big? Small?
How many…?
Has it got…? Yes, it
has / No, it hasn’t
But
Have they got…? Yes,
they have / No, they
haven’t
Sound /ð/ as in they
NEW Tarantula – pig - age Make a
written
description
about pets’
appearance.
Complete
information
about pets.
Its name is…
It’s from…
It’s …..years old
Sound /ə/ as in
tarantula, year.
• Teaching Approach: The lesson is based on the Natural Approach, and organized trough the
PPP procedure (Harmer, 2010).
• Materials and Resources: Flashcards related with the topic, audio from Our Discovery Island
2, activity book page 23, poster made by the teacher, Bingo game, beans, notes,
communication notebooks, white ‘afiche’.
• Seating arrangement: students will be sitting in their seats in order to facilitate visual contact
and interaction within the group. At some points in the lesson, they’ll move around the class.
• Possible problems /difficulties and their possible solutions during the class: children may
not understand the topic or the games, but this situation will change when the teacher
explains again using mimes and gestures. They could feel shy at the moment of passing to the
board, but here the teacher will encourage them to participate and enjoy the class.
• Potential problems students may have with the language: students may find it hard to
produce the chunk ‘have they got…’ however, the teacher will try to encourage them. The
teacher will help with the sound in ‘they’ making a demonstration to pronounce correctly.
The students may find hard to complete the reading activity, so the teacher will help them in
case they could not develop it.
• Assessment: what will be assessed and how: the teacher will check students’ comprehension
by miming, doing gestures and watching if they perform the actions or not. Encourage them

3. to produce the new vocabulary using flashcards and visual materials. If they get shy, the
teacher will check they can recognize the items by saying (showing a picture about the topic)
has it got…? Is it a cat? To sts answer just ‘yes – no’ but in the most of cases, she will
encourage to use the structures ‘it’s’ or ‘it has…hasn’t’ etc.
Routine: 5’
I’ll get into the classroom and greet students: ‘Hello!, how are you today?’ EA: ‘Hello!’
‘This is the way we say hello, say hello, say hello,
This is the way we say hello to you…’ (It repeats twice)
The teacher will ask to students about the day, ‘what day is it today?’ And about the weather,’ what’s
the weather like?’
Warm up – 10’
The teacher will invite to students to play a Bingo, she will give to every student a card with different
names of pets and also she will put some beans to mark the animal.
While she is saying the name, she will write everyone on the board to the whole class could
understand the pet.
Some Cards:

4. The teacher will change the unknown names by known names.
Transition: ‘It was very funny!’ ok Mateo please could you take the cards and Martina you the
beans please?’. Now let’s get working!
Presentation – 5’
The teacher will stick some little poster with images of kids with unusual pets: Lizard, Tarantula and
Pig. Every poster will have a small description of the pets and their names.

5. HI! I’M LUCAS AND I’VE GOT A PET. IT’S A LIZARDS. ITS NAME IS LIZI AND IT IS FROM MEXICO.
IT’S THREE YEARS OLD. IT’S YELLOW. IT HAS GOT A LONG TAIL BUT IT HASN’T GOT LONG LEGS. I
LOVE LIZI!
HI! MY NAME IS ALEX. I’VE GOT A PET. IT’S A PIG. ITS NAME IS PIGGY AND IT IS FROM
CALIFORNIA. IT’S SIX MONTHS. IT IS PINK. IT HAS GOT FOUR LEGS BUT IT HASN’T GOT A LONG
TAIL. IT A PRETTY PIG.

6. HELLO! MY NAME IS NICKY AND I HAVE GOT A PET. IT’S A TARANTULA. ITS NAME IS TATI AND
IT’S FROM ARGENTINA. IT’S TWO YEARS OLD. IT HAS GOT LONG LEGS BUT IT HASN’T GOT BIG
EYES. IT IS VERY FUNNY!
The teacher will invite some students to read it and together they will mark the unusual pets with
colour. And also they will mark the most important information (name,age).
Transition: ‘well kids now we going on working with unusual animals’
Development – 10’
The teacher with those three poster, will ask some questions about their appearance such as: has it…?
What colour…? How many…? Encouraging to students to answer those questions using the structures
that they learnt in previous classes.
Then, the teacher will stick a big white ‘afiche’ on the board where she will stick an image:

7. HELLO! I’M ________. I _________A PET. IT’S A ____________. ITS NAME IS __________
AND IT’S FROM______________. It’s _____________ years old. It’s _____________. It has got
_________ and _________. It’s _______. It has got _______ BUT it hasn’t got _______. I love my
pet!
Here, she will encourage to students speak about the image, about the colour and its appearance.
Then the teacher will write some words in the poster:
- Animal
- Name
- Age:
- Legs?
- Home:
- Colour:
- Short/long/ugly/pretty…
Also she will encourage to students to complete the information about the girl and her pet with the
information that they invented previously.
So she will encourage to students to complete that information inventing and passing to the board to
write that information. We will check that information before writing the poster.
Transition: ‘Great job kids!’ I love our poster. Now, open your activity book on page 23 point 8.
Activity 1 – 5’

8. She will explain the activity but before doing that, she will ask to sts that read it to understand it.
Then she will play the audio and finally she will check the activity with the whole class.
Transition: ‘Great! Now move on point 9, we will go on working’
Activity 2 – 5’
The students will complete point 9 where they will have to complete with the information that they
have in the box. The teacher will help to students that do not understand. Finally they will check on
the board.
Closure – 5’
Transition: ‘well kids! We worked a lot! But before finishing open their ‘communication
notebook’ because I have a note for the next class’
Here, the teacher will give to students a note for the next class:

9. Familia:
Para la clase que viene (Jueves 17) su hijo/a deberá traer una foto de
Su mascota o en caso que no tenga, alguna foto de un animal que le
Gustaría tener de mascota, para trabajar en inglés.
¡Gracias!
Saludos
Miss Lety
Transition: ‘ok, let’s sing the bye bye song’
They will sing the bye bye song.